积极事件训练结合家庭作业更持续地提升大学生心理健康：一项随机对照试验

李培培; 杨倩; 黄杨欣; 李敏

doi:10.16016/j.2097-0927.202507042

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积极事件训练结合家庭作业更持续地提升大学生心理健康：一项随机对照试验

医学心理研究 | 更新时间：2026-05-30

- 积极事件训练结合家庭作业更持续地提升大学生心理健康：一项随机对照试验
- Positive event training combined with homework assignments more sustainably improves mental health in college students: a randomized controlled trial
- 陆军军医大学学报 2026年48卷第10期页码：1465-1472
- 作者机构：
  
  1.湖北医药学院马克思主义学院心理学系，湖北十堰
  2.陆军军医大学（第三军医大学）医学心理学系军事心理学教研室，重庆
- 作者简介：
  
  李敏， E-mail：limin52267@tmmu.edu.cn
- 基金信息：
  
  重庆市教育委员会科学技术研究项目(KJZD-K202512804);陆军军医大学人文社科基金重点项目(2024XRW02)
- DOI：10.16016/j.2097-0927.202507042
  中图分类号： G645.5;R395.1;R395.6
- 收稿：2025-07-12，
  
  修回：2026-03-31，
  
  录用：2026-04-05，
  
  纸质出版：2026-05-30
- 稿件说明：
移动端阅览
李培培，杨倩，黄杨欣，等.积极事件训练结合家庭作业更持续地提升大学生心理健康：一项随机对照试验［J］.陆军军医大学学报，2026，48（10）：1465-1472.DOI：10.16016/j.2097-0927.202507042.

LI P P，YANG Q，HUANG Y G，et al.Positive event training combined with homework assignments more sustainably improves mental health in college students： a randomized controlled trial［J］.J Army Med Univ，2026，48（10）：1465-1472.DOI：10.16016/j.2097-0927.202507042.
李培培，杨倩，黄杨欣，等.积极事件训练结合家庭作业更持续地提升大学生心理健康：一项随机对照试验［J］.陆军军医大学学报，2026，48（10）：1465-1472.DOI：10.16016/j.2097-0927.202507042. DOI：

LI P P，YANG Q，HUANG Y G，et al.Positive event training combined with homework assignments more sustainably improves mental health in college students： a randomized controlled trial［J］.J Army Med Univ，2026，48（10）：1465-1472.DOI：10.16016/j.2097-0927.202507042. DOI：

摘要

目的

自传体记忆和未来情景思维对健康心理功能至关重要，为了探索二者的整合训练在学校心理健康教育中的应用，本研究旨在评估回忆和预期积极事件的团体心理训练对大学生心理健康的影响。

方法

通过某大学心理健康中心发布口头招募通知，共79名大学生自愿报名。经入组前访谈筛选，75名符合纳入和排除标准的大学生自愿参与本研究。采用分层随机化方法，按性别将被试分为（

=25）：训练组、训练+家庭作业组和等待组。训练组与训练+家庭作业组均接受连续6 d，每天1次（每次120 min）的积极事件团体心理训练；训练+家庭作业组在训练结束后还需每周完成1次家庭作业，共4次。等待组在干预期间不接受任何心理训练。3组分别在训练前、训练后及训练后第30天采用心理丰富性问卷、生活满意度量表和抑郁-焦虑-压力量表中文简体版来评估心理丰富性、生活满意度和心理困扰水平。

结果

研究过程中有6名被试中途退出，最终有效被试69名（训练组22名，训练+家庭作业组23名，等待组24名）。经统计，本研究数据不存在严重共同方法偏差问题，进一步分析显示：①3组在人口学变量、心理丰富性、生活满意度和抑郁-焦虑-压力的基线数据上差异无统计学意义；②心理丰富性得分在时间（

=32.036，

0.001，偏

=0.327）、分组（

=4.425，

0.016，偏

=0.118）和时间×分组交互效应（

=15.324，

0.001，偏

=0.317）均显著，简单效应分析显示组内（训练组：

=20.339，

0.001，偏

=0.385；训练+家庭作业组：

=34.912，

0.001，偏

=0.518）和组间（训练后：

=6.710，

=0.002，偏

=0.169；训练后第30天：

=10.394，

0.001，偏

=0.240）比较差异显著。在训练后，训练组和训练+家庭作业组的心理丰富性得分高于等待组（

=0.007，

=0.008）；在训练后第30天，训练+家庭作业组的心理丰富性得分高于训练组和等待组（

0.042，

0.001）；训练组在训练后的得分显著高于训练前和训练后第30天（

0.001，

=0.002），训练+家庭作业组在训练后的得分显著高于训练前（

0.001），且在训练后第30天的得分高于训练后和训练前（

=0.011，

0.001）；③生活满意度方面，时间主效应（

=3.379，

0.039，偏

=0.049）和时间×分组交互效应（

=3.799，

0.006，偏

=0.103）显著，简单效应分析训练+家庭作业组的组内（

=8.454，

0.001，偏

=0.206）和训练后第30天的组间（

=6.076，

=0.004，偏

=0.156）差异均显著。训练+家庭作业组在训练后第30天的得分高于训练组和等待组（

0.036，

0.004），且高于该组在训练后和训练前的得分（

0.045，

0.001）；④3组在3个时间点的抑郁-焦虑-压力得分组内和组间比较均无显著差异。

结论

回忆和预期积极事件的团体心理训练结合家庭作业提升大学生的积极心理健康水平效果更明显。

Abstract

Objective

Autobiographical memory and episodic future thinking are pivotal to psychological well-being. To explore the application of integrated training of these 2 components in school mental health education

this study aims to evaluate the effects of a group psychological training program involving recalling and anticipating positive events on mental health in college students.

Methods

A total of 79 college students were voluntarily enrolled through verbal announcements posted by the mental health center of

a university. After pre-enrollment interviews

75 students who met the inclusion criteria provided informed consent and participated in this study. Using a stratified randomization method based on gender

the participants were assigned into a training group (

=25)

a training-plus-homework group (

=25)

and a waitlist group (

=25). Both the training group and the training-plus-homework group received group psychological training for positive events for 6 consecutive days

with one session (120 min) per day

and the training-plus-homework group was additionally required to complete homework assignment once per week

for 4 weeks after training. The waitlist group received no psychological training during the intervention period. All 3 groups were assessed before training

after training

and 30 d after training using Psychological Richness Questionnaire

Satisfaction with Life Scale

and Chinese Simplified Version of the Depression-Anxiety-Stress Scale to evaluate psychological richness

life satisfaction

and psychological distress

respectively.

Results

Since 6 participants dropped out during the study

there were finally 69 participants (training group:

=22; training-plus-homework group:

=23; waitlist group:

=24). Statistical analysis indicated no serious common method bias in this study. Further analyses revealed that: ① There were no significant differences among the 3 groups in demographic variables or baseline scores of psychological richness

life satisfaction

and depression-anxiety-stress; ② Psychological richness scores showed significant effects for time (

32.036

0.001

partial

²=0.327)

group (

=4.425

=0.016

partial

²=0.118)

and time×group interaction (

=15.324

0.001

partial

²=0.317). Simple effect

analyses revealed significant within-group differences (training group:

=20.339

0.001

partial

²=0.385; training-plus-homework group:

=34.912

0.001

partial

²=0.518) and between-group differences (post-intervention:

=6.710

=0.002

partial

²=0.169; 30 d after intervention:

=10.394

0.001

partial

²=0.240). After intervention

both the training group and the training-plus-homework group had higher psychological richness scores than the waitlist group (

=0.007

=0.008). At 30 d after intervention

the training-plus-homework group had higher psychological richness scores than both the training group and the waitlist group (

=0.042

0.001). The training group scored significantly higher after intervention than at baseline and at 30 d after intervention (

0.001

=0.002). The training-plus-homework group showed significantly higher scores after training than at baseline (

0.001)

and higher scores at 30 d after training than both after training and at baseline (

=0.011

0.001); ③ for life satisfaction

the main effect of time (

=3.379

=0.039

partial

²=0.049) and the time×group interaction effect (

=3.799

=0.006

partial

²=0.103) were significant. Simple effect analysis showed significant within-group differences in the training-plus-homework group (

=8.454

0.001

partial

²=0.206) and significant between-group differences at 30 d after training (

=6.076

=0.004

partial

²=0.156). The training-plus-homework g

roup had higher scores at 30 d after training than both the training group and the waitlist group (

=0.036

=0.004)

and higher scores than those of the same group after training and at baseline (

=0.045

0.001); ④ there were no significant within-group or between-group differences in depression-anxiety-stress scores among the 3 groups at the 3 time points (

0.05).

Conclusion

Group psychological training involving recall and anticipation of positive events combined with homework demonstrates more pronounced effects in enhancing positive mental health levels in college students.

关键词

Keywords

references

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